Multiple systems of institutional oppression have led to the incarceration (and re-incarceration) of Latino men. This study explores the disparities that formerly incarcerated Latino male students encounter while attempting to achieve positive educational outcomes in community college; and to advocate for policies, programs, services (within and beyond the community college) that support FILM in successfully navigating the higher education pipeline. Qualitative research methods were employed to examine conceptions of formerly incarcerated Latino men among ten male students enrolled at California community colleges. Data collection consisted of semi-structured individual interviews, seven interviews were conducted face-to-face and three interviews were conducted online. A phenomenological approach guided the design and execution of the study. The experiences of formerly incarcerated Latino men as they transitioned into their student identity resulted in five themes that encompass the shared experiences of the participants'. Those themes are: (1) academic pathways; (2) homeboy scholar identity; (3) carceral consciousness; (4) resilience; and (5) institutional biases. The findings of this study could be used to inform the work of administrators, faculty, and practitioners at community colleges. The reflections from this study suggest strategies for increasing the matriculation and completion of formerly incarcerated Latino men at community colleges. In addition, implications for future research on formerly incarcerated Latino men are proposed.
